Views of Struggling Students on Instruction Incorporating Multiple Strategies in Algebra I: An Exploratory Study

Autor/inn/en	Lynch, Kathleen; Star, Jon R.
Titel	Views of Struggling Students on Instruction Incorporating Multiple Strategies in Algebra I: An Exploratory Study
Quelle	In: Journal for Research in Mathematics Education, 45 (2014) 1, S.6-18 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Algebra; Problem Solving; Learning Strategies; High School Students; Middle School Students; Secondary School Mathematics; Teaching Methods; Semi Structured Interviews; Student Attitudes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	Although policy documents promote teaching students multiple strategies for solving mathematics problems, some practitioners and researchers argue that struggling learners will be confused and overwhelmed by this instructional practice. In the current exploratory study, we explore how 6 struggling students viewed the practice of learning multiple strategies at the end of a yearlong algebra course that emphasized this practice. Interviews with these students indicated that they preferred instruction with multiple strategies to their regular instruction, often noting that it reduced their confusion. We discuss directions for future research that emerged from this work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10